The impact of standards-based reform on special education and the creation of the ‘dividual

Education Development Trends In Global Dimension

“…Inclusive education ceases to be reduced only to children with physical health problems, now it applies to all groups of students with problems (Bacon, 2015).…”

Opinión Del Profesorado Sobre Las Fortalezas Y Debilidades De Las Evaluaciones Externas De Aprendizaje en España

“…Este aspecto ha sido relacionado con la concentración de los recursos en ciertas escuelas (Bourke y Mentis, 2013; Koch y Deluca, 2012), materias o personas (Falabella, 2014;Feniger et al, 2015;Klenowski y Wyatt-Smith, 2012;Smith, 2014;Sun, Saultz y Ye, 2016). Por otra parte, se menciona que influyen en la diferenciación, jerarquización, etiquetación y estigmatización de centros educativos y estudiantes (Bourke y Mentis, 2013;Monarca, 2012;Polesel et al, 2014;Simmonds y Webb, 2013), muy especialmente de aquellos que tienen necesidades educativas especiales (Bacon, 2015), o situaciones de desventaja social.…”

Student Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform

“…Several researchers assert the identities of individuals and institutions are dialogically constructed by the interactions that take place between them and others, the ways they are perceived by others, and the contexts in which their identities are formed (Bacon, 2015; Holland, 1998; Rubin, 2007). Others highlight the intersection of multiple identity markers such as race, culture, ability, ethnicity, social class, and gender (Ghosh, Mickelson, & Anyon, 2007), noting their membership within a marginalized versus privileged group is determined through interactions “between people, institutions, and practices” (Faircloth, 2009, p. 325).…”

“…Reconstitution, a school turnaround tactic and major restructuring option under NCLB (2002), involves the replacement or removal of school staff, including the school principal. Yet, achievement gaps have remained intact or widened even further (Darling-Hammond, 2007; Supovitz, 2009), making SWD and other marginalized student groups the scapegoat for schools deemed ineffective (Bacon, 2015; Jones, Jones, & Hargrove, 2003). Students in this study represent numerous NCLB subgroup categories (i.e., economically disadvantaged, LEP, racial diversity, dis/ability) and have been penalized through accountability reforms rather than regarded as unique due to their diversity.…”